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Part 1 Scotland-Focused Analysis of Statistical Data on Participation In Part 1 Scotland-focused analysis of statistical data on participation in apprenticeships in four UK countries Dr Filip Sosenko Dr Gina Netto Heriot-Watt University, Edinburgh July 2013 Contents Executive Summary ............................................................................................................................. 2 1. Introduction and Background...................................................................................................... 6 1.1 Introduction ............................................................................................................................. 6 1.2 The UK context ...................................................................................................................... 6 1.3 Underrepresentation in apprenticeships ............................................................................ 8 1.4 Apprenticeship systems in four UK countries .................................................................. 10 1.5 Overview of trends in apprenticeship starts..................................................................... 12 1.6 Overview of apprenticeship starts by level ...................................................................... 14 2. Trends in participation by gender ................................................................................................ 17 2.1 Trends in participation by gender and sector framework ......................................... 21 2.2 Trends in participation by gender and type of programme (level) ............................... 31 3. Trends in participation by age ...................................................................................................... 35 3.1 Starts by age group ............................................................................................................. 36 3.2 Level by age group .............................................................................................................. 42 4. Trends in participation by ethnicity .............................................................................................. 46 5. Trends in participation by Learning Difficulty and/or Disability (LDD) ................................... 52 6. Trends in participation by faith/belief .......................................................................................... 57 7. Gaps in data ................................................................................................................................... 59 8. Conclusion ...................................................................................................................................... 61 9. References ...................................................................................................................................... 64 1 Executive Summary Introduction Modern Apprenticeships provide opportunities for apprentices and employers to reap enormous benefits and to fill skills shortages, supporting economic growth. Since 1995, Modern Apprenticeships have been a major government-funded programme which provides routes into employment in England, Wales and Northern Ireland. In Scotland, as employed status is mandatory within the MA framework, the individual must be employed prior to commencing their apprenticeship. This includes both new recruits as well as those who have been in employment for some time. The programme‟s significance has been testified by the fact that it has survived cuts in funding in the current recessionary period in England, Wales and Northern Ireland. In Scotland, there are different funding arrangements, with the public sector making only a small contribution towards the overall costs. The aim of this study was to examine the take-up of these opportunities by equality groups, the levels at which such groups are represented, the sectors or frameworks in which they work and the investment per individual on the basis of quantitative data. The focus of the study is Scotland, with comparative analysis of the other UK countries. Main Findings Analysis of available data on apprenticeships in Scotland in terms of gender, ethnicity and disability/learning difficulty revealed that such programmes reflect existing inequalities in labour market participation. Gender disaggregated data reveals inequalities in terms of occupational segregation, the number of apprentices, programme levels and investment per individual. Ethnicity disaggregated data reveals under- representation in terms of the number of apprentices and more highly valued programme levels which can lead onto higher education and professional status. Data on individuals with Learning Difficulties and/or Disabilities (LDD) reveals that low numbers of people with a disability or learning difficulty are starting apprenticeships. Further, reflecting labour market disadvantage on more than on dimension of inequality, male 2 individuals with LDD tend to benefit more from apprenticeships than their female counterparts. Scotland‟s progress in terms of redressing current gender inequalities through Modern Apprenticeships relative to England, Wales and Northern Ireland is mixed. Compared to the other three countries, Scotland is the only country in which the number of female starts is persistently lower than male starts; other countries have succeeded in correcting previous trends of female under-representation in terms of starts. It is also the UK country with the highest proportion of under 20 year olds. Its levels of investment in Modern Apprenticeships are worryingly gendered in favour of men, and it fares worse in terms of addressing gender inequality in programme levels. However, occupational segregation by gender is slightly less pronounced in the most popular sector frameworks in Scotland than in England and Wales. In addition, Scotland‟s investment in apprenticeships is highly gendered, with average spend per male apprentice being 53% higher than the average spend per female apprentice. This can be explained by the heavy dominance of men in eleven out of twelve „top-spend‟ frameworks. With the exception of Early Years care and Education the levels of spend in female-dominated frameworks is typically low. Compounding the picture of gender disadvantage, in Scotland opportunities to take up training while being employed in female- dominated frameworks tend to be at Level 2 rather than Level 3, with the opposite situation in male-dominated frameworks. The growth in the numbers of female starts is concentrated in female-dominated service and care sector jobs, which does not augur well for narrowing the pay gap in the near future. It is perhaps not surprising that patterns of entry to apprenticeships mirror those seen in employment, given that role models, stereotypes and occupational gender segregation as well as employer recruitment decisions all exert an influence on young people‟s career choices. However, it is encouraging to note that women are not being disadvantaged within frameworks; that is within the same sector framework, there is no evidence that more women are starting at Level 2, while more men are starting at Level 3. 3 In terms of age, it is worth noting a huge rise in apprenticeship starts for applicants aged 25+ in England since 2006/07. However, it is Northern Ireland which has the highest proportion of 25+ apprentice starts (at 56%). England and Wales are similar on the proportion of applicants aged 25+ starting apprenticeship, at 44% and 47% respectively in 2011/12. Wales was the first country where those aged 25+ became the largest group (in 2008/09). Data relating to apprentices aged above 25 in Scotland is not available. Comparing the take-up of apprenticeships among 16-19 year olds in Scotland with the same age group in Wales and Northern Ireland, Scotland has significantly more apprentices starting at 16-19 than Wales and NI. In terms of entry level by age, 16-19 and 20+ age groups in Scotland are more likely to start at Level 3+ while all three age groups in England (16- 18; 19-24; 25+) and Wales (16-19; 20-24; 25+) are more likely to start at Level 2. Minority ethnic groups are underrepresented in Scotland but the scale of this underrepresentation is currently difficult to determine (a more precise analysis will be possible when Census 2011 results for age by ethnicity are published). Further, unlike White apprentices, non-White apprentices constitute a higher proportion of relatively less valuable Level 2 starts than Level 3+ starts in Scotland. Non-White groups are also highly underrepresented in England and Wales. English data on applications also shows that non-White applicants are less successful in obtaining apprenticeships than White applicants. Underrepresentation of individuals with LDD in apprenticeships in Scotland has been very high and persistent. Furthermore, the participation rate for this group has been falling. None of the UK countries are doing well in this area, with England performing the least badly. Female individuals with LDD are more underrepresented in Scotland than males with a disability/LD. Unlike fully-abled apprentices, apprentices with LDD constitute a higher proportion of relatively less valuable Level 2 starts than Level 3+ starts in Scotland. Data on faith/belief is only available for Northern Ireland. While the analysis of NI data is difficult, it seems that Catholics are fairly represented in apprenticeships. 4 None of the UK countries collects data on sexual orientation of apprentices. Conclusion The increased number of people
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